Speech & Language
Professional Learning Community
8:30 a.m. – 11:30 a.m.
11/4/2011
Meeting Outcomes
O A common understanding of SLP licensure and SBO
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CEU opportunities
A shared overview of explicit instruction, sensitive and
specific assessments, and SLP “hot topics”
Examples of SLP appraisal systems
Networking- each SLP will make one new connection
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Working together to define this year’s PLC
2011-12 PLC #1: Friday, November 4th
8:30am-11:30am (CACC rooms 605 & 606)
Agenda:
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Graduate Interns - Katie Strong, M.S.U.
Licensure- Ellen Gehl, Ingham ISD
C.E.U.s (P.L.C.s / intern supervision)
Assistive Technology: I.E.P.s and beyond, Phil Booth,
Ingham ISD
Hottest CSD Topics & Fitting RtI into a Heavy Workload
Great ideas
Assessments that demonstrate sensitivity and specificity
SLP appraisal (evaluation) examples / individual SLP goals
examples, Pam Kliewer, Okemos
Explicit Instruction
Defining our PLC journey for 2011-2012
Graduate Student Interns
O Katie Strong, M.A., CCC-SLP
ASHA Program Director
Communicative Sciences and Disorders
M.S.U.
Licensure for Speech-Language Pathologists
O Ellen Gehl, MSHA 2011 Co-V-P for SLP-Public Schools
(and our Ingham ISD SLP) 
O www.michiganspeechhearing.org
SB-C.E.U.s: Nontraditional Activities
O P.L.C. meetings
O 3 hours long- sign in/sign out
O Attend a minimum of 4 out of 6 P.L.C. meetings = 3.0 SB-CEUs
O Supervising Graduate Interns / Mentors
O The principal signature is a requirement of the state for the form.
O You cannot fax the forms - originals need to be in the state files for audit
Assistive Technology
O Phil Booth, Assistive Technology Consultant, Ingham ISD
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Technology ideas for supporting our students in reading, writing, speaking, listening
Ipad Support Group
O Ellen Gehl & Phil Booth
O Piggybacking at least 2 PLCs
Year in Review
Speech & Language PLCs 2010-2011
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January 7th
1. SLP Role in the RtI Process (Example: Carmichael-Howell “The Amazing Race”
(ASHA Website Search)
2. What is my current role in literacy?
3. A word from our speaker, Dr. Liz Crawford, Ph.D., CCC-SLP
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February 24th
1. Dr. Liz Crawford: Literacy skill set and potential role of the SLP within a multilevel prevention RtI system.
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February 25th
1. Dr. Liz Crawford: Began developing the potential role of the SLP at the building &
district levels.
2. Next steps: Literacy & data-driven instruction (resources for evidence-based practices in
reading).
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May 16th
Schools who have been successful with implementing new role for SLPs, share experience,
success, and process
What has worked, not worked with new role and being advocates?
How has your role changed if at all?
What activities have been successful?
O In what ways has last year’s PLCs
influenced your current thinking as a
school-based SLP?
O How has your role as an SLP evolved
since last year?
O Building and district-
level evolution?
O Success stories & challenges?
Learning Walks: SLPs Learning Together
O Handouts by Dr. Kevin Feldman (Improving Adolescent Literacy:
Effective Classroom and Intervention Practices)
O Group Discussion & Report Out:
O In what ways do these handouts apply to the role of the SLP?
O Identify ways in which these handouts can be put into practice.
O www.scoe.org/reading
O www.centeroninstruction.org
O http://www.rtinetwork.org/
O Group Discussion & Report Out:
O In what ways do these handouts apply to the role of the SLP?
O Identify ways in which these handouts can be put into practice.
-Learning walk observation
-Sharing our tools with other SLPs
-Sharing this information with staff to utilize SLPs more strategically
-How are SLPs collaborating with classroom teachers on same goals as core
reading programs- East Lansing
-Active engagement- Anita Archer- www.explicitinstruction.org video clips to
encourage active engagement in therapy sessions
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Hottest CSD Topics
O The ASHA Leader, March 15, 2011
How to Fit RtI into a Heavy Workload
O The ASHA Leader, August 30, 2011
Great Ideas
O Group Discussion
Generate at least 3 “great ideas” to report out…(i.e. service delivery,
data collection, scheduling, team process, intervention,
organizational or time-saving tips, etc.)
-Scheduling (block schedule arranged in June with principalgrade levels not in specials during a block of time. Service deliveryReading Street- pull out. Vs. push-in…teacher/principal influence).
Start small- K scheduling success)
- Targeting vocabulary-6 minute solution, students unable to read
words they don’t know. Vocab exercises targeting specific words.
- -Reading Street- vocabulary targeted during intervention
- -Increasing active engagement-students graphing progress on
graphs in speech folders. Where am I now..want to be next month…
Assessments: Sensitivity & Specificity
--CELF-4
--CELF-P
--PLS-4
--TEGI
--TELC-E
--TNL
--PEST
--SPELT-3
--SPELT-P
--TEEM
Clinical Evaluation of Language Fundamentals-4
Clinical Evaluation of Language Fundamentals-P
Preschool Language Scales-4
Test of Early Grammatical Impairment
Test of Language Competence- Expanded
Test of Narrative Language
Patterned Elicitation Syntax Test
Structured Photographic Expressive Language Test-3
Structured Photographic Expressive Language Test-P
Test of Examining Expressive Morphology
“Eligibility Criteria for Language Impairment: Is the Low End of Normal
Always Appropriate?” Language, Speech, and Hearing Services in
Schools, Tammie J. Spaulding, Elana Plante, & Kimberly A. Farinella
SLP Appraisal and
Individual SLP Goals Examples
O Okemos PLC & Evaluation SMART Goal Example – Pam Kliewer,
Okemos
O Ingham ISD SLP Appraisal Example – Lori Torres
O Rubric
O Student Growth Plan
O Student Growth Plan
O Ingham ISD SLP Self-Assessment Rubric
Bite-Sized “Hit & Runs”
O Walking the talk…and talking the walk…
O Defining the Role of the SLP
Group Discussion:
O List ideas and explicit statements that can be shared with others
(staff, administration, parents, etc.)
O These statements/ideas should be concise and designed to capture the
interest and intrigue of others
O The focus should be on ways in which to describe, define, expand our roles
and demonstrate areas of SLP skill sets
Explicit Instruction
Effective and Efficient Teaching
Anita L. Archer and Charles A. Hughes
O Explicit instruction & identify possible concerns (p.1, 17-21)
O Elements of explicit instruction 1-8 vs. The 6 teaching functions
O Elements of explicit instruction 9-16 vs. The 6 teaching functions
O The underlying principles of effective instruction & ways of optimizing
instructional time
O How to use the 6 principles & Research in general ed.
O Research in special ed. & Recent government reports
Dr. Anita Archer’s structured literacy instruction video series
Success Stories & Challenges
Success Stories & Challenges
Defining our PLC journey: 2011-12
What are you hoping
to gain from this year’s PLCs?
Progress Monitoring Tool for Listening
Comprehension and Oral Expression
O Wendy Robinson, Assistant Director of Professional
Development, Heartland AEA 11, “Response to
Intervention for Curriculum-Based Language
Concerns”
O Rationale for curriculum based evaluation (Language)
O Assessment should include language beyond the
sentence level
O Assessment should focus on what to teach and how
to teach to improve academic outcomes for students
O Assessment should link to successful strategies or
teaching recommendations
O Assessment should be as close to student’s
age/grade and current curriculum level as possible
Why is it important
O Oral language skills are the foundation of literacy
skills. The competency of a student’s language skills
typically determine the competency of a student’s
reading and writing skills…Wendy Robinson
O The attainment of literacy skills is critical for academic
and life success
O 60-70% of preschool children with communication
concerns are at-risk for literacy failure by grade two
O Language and communication skills are considered
the “hidden curriculum” in most schools (the common
core has speaking and listening standards)
…Wendy Robinson
O Survey
O Sign Out
O Next Steps
O Future PLC Website
Happy Thanksgiving!